Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that personal health practices affect personal health status (Where), What we do today will have an impact on tomorrow. By understanding this we can plan and prepare for the future (Why),Assess personal health practices and overall health status(What) (H)1.2 Stay in balance brain break (Hook) (E) 1.3 Students will know the four areas of health; mental, physical, social and emotional (Equip), I am using the describing wheel graphic organizer for students to categorize their personal health practices into the four areas of health. The students will do a 3 step interview for cooperative learning to share with the class and show other examples of health practices in the categories they fall under. (Explore) Students will describe their daily personal health habits and practices in blog entries throughout the unit, examples of each area of health will be included. The first blog posting will include a personal example of each area of health. (Experience) (R) 1.4 Students provide examples from their describing wheel other students do thumbs up or down if they agree that an example fits into that area of health. (Rethink), Students check blog with a checklist that includes the four areas of health and an example for each area (Revise/Refine), Teacher compares student blog against checklist that includes four areas of health and an example of each (Revise/Refine) (E)1.5 Pre-assessment: Alphaboxes Checking for Understanding: Thumbs up/down, Timely Feedback: Self and teacher (Evaluate) (T) 1.6 (Tailors) Verbal: Students will share personal health practices and which area of health each fit into during the 3 step interviews. Logical: Students will categorize personal health habits into the four areas of health, requiring students to think about why an example fits into each health area. Visual: Students will use the describing wheel to provide examples of each of the four areas of health. Kinesthetic: Teacher provides examples on cards of health practices that are less common, could fit into different categories, students must think deeper about these examples. Students must put place them into a basket labeled with an area of health. Musical: To get students to think deeper about their personal health practices and examples to add to their describing wheel teacher poses questions to students: What is your favorite song you like to listen to when you are stressed? When you are with your friends? When you are alone? When you are exercising or being physically active? Or do you not listen to music at all? Interpersonal: Students will interview each other to share different examples of the four areas of health. Intrapersonal: Students will work alone on describing wheel, categorizing personal health practices into the four areas of health. Students will describe personal health practices in the four areas of health in their individual blogs. Naturalist: To get students to think deeper about their personal health practices and examples to add to their describing wheel teacher poses questions to students: Where do you like to be with friends? What and where do you do things by yourself? Where do you like to exercise? Describe for me where you get your food, farmers market, grocery store garden etc. (O) 1.7 Students will be able to describe personal health practices (Explain)Product: blog Number of days: 2 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that personal health practices affect personal health status (Where), To know which direction to go in we must know where we are (Why),Assess personal health practices and overall health status(What) (H) 2.2 Cure and disease writing prompt (Hook) (E) 2.3 Students will know their personal health strengths, needs and risks (Equip), I will use the ice cream cone graphic organizer for students to describe their personal health strengths, needs and risks. If students wish to share their personal health strengths, needs and risks I will use popcorn share cooperative learning. (Explore) Through a Prezi presentation students will analyze personal health strengths, needs, risks and how it relates to personal health status. In the Prezi students must identify a personal health strength, something they should continue to do, a personal health need, something they need to enhance health and a personal health risk, something that could put their health at risk. (Experience) (R) 2.4 Students will self-assess Prezi using the rubric (Revise/Refine) Teacher will assess and grade Prezi using the same rubric provided to the students and provide feedback (Revise/Refine) (E) 2.5 Checking for Understanding: Every pupil respond, Timely Feedback: Self and teacher (Evaluate) (T)2.6 (Tailors) Verbal: Sharing personal health strengths, needs and risks during the popcorn share with the rest of the class. Logical: Analyzing personal health status through review of personal health practices, strengths, needs and risks, and organizing all the components of personal health status into a prezi. Visual: Organizing personal health strengths, needs and risks using the ice cream cone graphic organizer. Kinesthetic: Personal health strengths, needs and risks charades Musical: Interpersonal: Sharing personal health strengths, needs and risks with classmates during the popcorn share session. Intrapersonal: Reviewing personal health strengths, needs and risks alone while working individually on the ice cream cone organizer and while creating Prezi presentation. Naturalist: (O) 2.7 Students will be able to analyze personal health status (Perspective)Product: Prezi Number of days: 2 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that decision-making and goal setting are strategies in creating a long term personal health goal (Where), A goal should be important to you, if not there is no point in trying to reach it (Why), Develop a plan to attain a short-term personal health goal that addresses strengths, needs and risks(What) (H) 3.2 Best Victory dance (Hook) (E) 3.3 Students will know short term goals are small steps towards long term goals (Equip), I will use the goal-reasons web graphic organizer to show importance of students personal health goals. Students will use partner share cooperative learning to show differences in goals and importance. (Explore), Students will create a online poster using glogster.com that shows their long term health goal. The poster must include reasons and supporting evidence as to why this goal is important to them personally. (Experience) (R) 3.4 Students will hand in one rough draft, teacher will provide feedback, students will be provided time in class to address feedback. (Revise/Refine) Teacher will grade poster using rubric (Revise/Refine) (E) 3.5 Checking for Understanding: Exit pass Timely Feedback: Self and teacher (Evaluate) (T)3.6 (Tailors) Verbal: Students are encouraged to share, express and explain their heath goal during partner share. Logical: Reasons of importance to support goals can be thought of as supporting ideas that defend the choice of goal. Visual: Students will create an online poster to show their health goal and the reasons why it is important. Kinesthetic: Students will demonstrate their best victory during the lesson hook, this will be used to remind them of the emotions of achieving a goal. Musical: Students are encouraged to select a victory song to go along with their victory dance. The can be linked to their poster to be playing when others view their poster. Interpersonal: During the partner share students will compare health goals and importance for health goals, to show everyone has a different goal and values their goal for different reasons. Intrapersonal: Students will think individually to create a personal health goal, using the goal-reasons graphic organizer students will have to elaborate on their goal to explain why this is important for them to achieve. Naturalist: (O) 3.7 Students will be able to create long term health goals (Apply),Product: Glogster Number of days: 2 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that short term impulsive decisions affect long term personal health (Where), To avoid regretting decisions we make in the past, we must consider the consequences of our actions (Why),Compare the value of thoughtful decision-making to quick decision-making in a health related situation(What) (H) 4.2 Tell me about the future (Hook) (E) 4.3 Students will know critical details of decision making, decisions and consequences, actions and reactions (Equip) Using the clock graphic organizer students will imagine their health long term. They will be directed to choose 3 numbers on the clock, the numbers represent the number of years into the future. Under each of the 3 numbers chosen students will describe what their health will be like, they will be reminded to think of the four areas of health. To share and discuss predictions I will use the mix-pair-share cooperative learning strategy. (Explore) Students will portray their predictions of their health in the future by creating a 1 to 3 image comic strip using comic life software. Students will be asked to write a brief (1 page) explanation of their comic strip including what supporting evidence they have now that allows for an educated guess into the future. (Experience) (R) 4.4 Students will reflect on comic strip when writing their explanation piece, students will be given a rubric before creating their comic strips and will self-assess themselves before turning it in (Revise/Refine) Teacher will provide feedback on comic strip but will not grade, feedback will be beneficial when students create final product (Revise/Refine) (E) 4.5 Checking for Understanding: Example/non example, Timely Feedback: Self and teacher (Evaluate) (T)4.6 (Tailors) Verbal: Logical: This lesson requires students to think of consequences to actions, what logically happens after I do something? Visual: Students will create a visual representation, using comic life, of their health in the future. Kinesthetic: Students will be given foam balls,teacher will ask think about what you want to do with this ball, what will happen after you do what you want with it. If you throw it, someone else might catch it or the teacher may take it away, so you will lose it, but if you throw it straight up you could catch it and keep it. If you drop it might roll away and you lose it. Maybe you do want to lose, so you purposely let fall. Musical: Interpersonal: During mix-pair-share students will be encouraged to share their health predictions and listen to others estimates of their health in the future. Intrapersonal: Students must imagine themselves and their health in the future. Naturalist: Students will be asked to write a blog entry that explains their predictions of the natural environment's health in the future. Students must include in their blog post an event or activity that is happening today and how it will effect the environment later. (O) 4.7 Students will be able to imagine their health long term (Empathy)Product: Comic Life Number of days: 2 to 3 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 5.1 Students will understand that decision-making and goal setting are strategies in creating a long term personal health goal (Where), To successfully get to where we want to go we must have a plan (Why), Implement strategies and analyze progress in achieving a personal health goal(What) (H) 5.2 Photo of delicious food, the recipe is the plan to obtain the food (Hook) (E) 5.3 Students will know the sequence and timeline for goal setting; short term goals are small steps towards a long term goal, goals must to SMART, specific, measurable, attainable, realistic and time based (Equip) Students will use a time line graphic organizer, at one end will be there health today, the other end will be their health goal, they must fill in the space between today and goal achievement. Students will view others timelines by doing a gallery walk cooperative learning strategy. (Explore) Students will create a flow chart using either Inspiration software or Microsoft publisher to expand on their time line. Between today and goal achievement should be small steps that build towards long the long term goal. At least one small step and the long term goal must follow the SMART goal setting criteria (Experience) (R) 5.4 Student will self-assess flowchart with the guidance of a rubric (Revise/Refine) Students will peer assess a flowchart with a partner of their choice with the guidance of a rubric (Revise/Refine) Teacher will assess flowchart using the same rubric (Revise/Refine) (E) 5.5 Checking for Understanding: Circle/Triangle/Square Timely Feedback: Student, peer and teacher (Evaluate) (T)5.6 (Tailors) Verbal: During peer assessment of flowchart students are encouraged to explain how their small steps lead towards goal achievement. Logical: Students will see that goal achievement is a step by step process through the creation of their time line and flowchart. Visual: The flowchart should include pictures and diagrams of the events leading to goal achievement. Kinesthetic: During the gallery walk students will bring paper and pencil with them, while walking by other students time lines, students are encouraged to make note of any element they want to add to their own time line. Musical: Interpersonal: Students will work together during peer assessment of the flowcharts. Providing positive feedback and addressing any areas where the flowchart could be improved. Intrapersonal: Students will be required to think about their personal health and what they want to improve or enhance about their present health status. Naturalist: (O) 5.7 Students will be able to evaluate goal setting strategies (Interpret)Product: Flowchart Number of days: 2 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 6.1 Students will understand that short term impulsive decisions affect long term personal health (Where), If we know what we want we have to make decisions that will help us get it (Why),Students develop and analyze a plan to attain a personal health goal(What) (H)6.2 Read "The Lorax" By Dr. Suess (Hook) (E)6.3 Students will know critical details of decision making; decisions and consequences, actions and reactions and the sequence and timeline for goal setting; short term goals are small steps towards a long term goal, goals must to SMART, specific, measurable, attainable, realistic and time based (Equip) Students will use the time-order graphic organizer to display what decisions must be made to make progress towards goal achievement, the stand up, hand up, pair up cooperative learning technique will be used. (Explore) Students will reflect on past decision that made that had a direct impact on their personal health. This reflection will be done in groups of two, demonstrated in an interview style podcast using garage band software. One student will be the interviewer and will ask inquiring questions so the interviewee will chronicle the thought process behind the decision and their thoughts, feelings and emotions when the consequences were felt. (Experience) (R) 6.4 Student will self-assess using rubric (Revise/Refine) Students will peer assess their partners using the rubric (Revise/Refine) Teacher will assess and grade using rubric (Revise/Refine) (E) 6.5 Checking for Understanding: Hand print Timely Feedback: Self and teacher (Evaluate) (T)6.6 (Tailors) Verbal: The interview process will force students to describe decisions and their consequences verbally. Logical: Visual: A visual representation of steps, choices and decisions leading up to (up a staircase) to goal achievement will be shown on the board. Kinesthetic: Musical: Students will be encouraged to include music and sound effects to add the content of the garage band podcast. Interpersonal: The podcast project will be done in pairs, students will have to discuss and collaborate ideas and opinions for their project. Intrapersonal: Before the pairs-check activity students will work individually to complete the time-order graphic organizer. Students will have to consider their own past experiences with decisions and consequences. Naturalist: The hook for this lessons uses the story of the Lorax as an analogy for decisions impact on environmental health and personal health. (O) 6.7 Students will be able to be aware the decisions affect long term health (Self-knowledge) Product: Garage Band podcast Number of days: 3 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H)1.2 Stay in balance brain break (Hook)
(E) 1.3 Students will know the four areas of health; mental, physical, social and emotional (Equip), I am using the describing wheel graphic organizer for students to categorize their personal health practices into the four areas of health. The students will do a 3 step interview for cooperative learning to share with the class and show other examples of health practices in the categories they fall under. (Explore) Students will describe their daily personal health habits and practices in blog entries throughout the unit, examples of each area of health will be included. The first blog posting will include a personal example of each area of health. (Experience)
(R) 1.4 Students provide examples from their describing wheel other students do thumbs up or down if they agree that an example fits into that area of health. (Rethink), Students check blog with a checklist that includes the four areas of health and an example for each area (Revise/Refine), Teacher compares student blog against checklist that includes four areas of health and an example of each (Revise/Refine)
(E)1.5 Pre-assessment: Alphaboxes Checking for Understanding: Thumbs up/down, Timely Feedback: Self and teacher (Evaluate)
(T) 1.6 (Tailors)
Verbal: Students will share personal health practices and which area of health each fit into during the 3 step interviews.
Logical: Students will categorize personal health habits into the four areas of health, requiring students to think about why an example fits into each health area.
Visual: Students will use the describing wheel to provide examples of each of the four areas of health.
Kinesthetic: Teacher provides examples on cards of health practices that are less common, could fit into different categories, students must think deeper about these examples. Students must put place them into a basket labeled with an area of health.
Musical: To get students to think deeper about their personal health practices and examples to add to their describing wheel teacher poses questions to students: What is your favorite song you like to listen to when you are stressed? When you are with your friends? When you are alone? When you are exercising or being physically active? Or do you not listen to music at all?
Interpersonal: Students will interview each other to share different examples of the four areas of health.
Intrapersonal: Students will work alone on describing wheel, categorizing personal health practices into the four areas of health. Students will describe personal health practices in the four areas of health in their individual blogs.
Naturalist: To get students to think deeper about their personal health practices and examples to add to their describing wheel teacher poses questions to students: Where do you like to be with friends? What and where do you do things by yourself? Where do you like to exercise? Describe for me where you get your food, farmers market, grocery store garden etc.
(O) 1.7 Students will be able to describe personal health practices (Explain) Product: blog Number of days: 2 (Organize)
Lesson 2
(H) 2.2 Cure and disease writing prompt (Hook)
(E) 2.3 Students will know their personal health strengths, needs and risks (Equip), I will use the ice cream cone graphic organizer for students to describe their personal health strengths, needs and risks. If students wish to share their personal health strengths, needs and risks I will use popcorn share cooperative learning. (Explore) Through a Prezi presentation students will analyze personal health strengths, needs, risks and how it relates to personal health status. In the Prezi students must identify a personal health strength, something they should continue to do, a personal health need, something they need to enhance health and a personal health risk, something that could put their health at risk. (Experience)
(R) 2.4 Students will self-assess Prezi using the rubric (Revise/Refine) Teacher will assess and grade Prezi using the same rubric provided to the students and provide feedback (Revise/Refine)
(E) 2.5 Checking for Understanding: Every pupil respond, Timely Feedback: Self and teacher (Evaluate)
(T)2.6 (Tailors)
Verbal: Sharing personal health strengths, needs and risks during the popcorn share with the rest of the class.
Logical: Analyzing personal health status through review of personal health practices, strengths, needs and risks, and organizing all the components of personal health status into a prezi.
Visual: Organizing personal health strengths, needs and risks using the ice cream cone graphic organizer.
Kinesthetic: Personal health strengths, needs and risks charades
Musical:
Interpersonal: Sharing personal health strengths, needs and risks with classmates during the popcorn share session.
Intrapersonal: Reviewing personal health strengths, needs and risks alone while working individually on the ice cream cone organizer and while creating Prezi presentation.
Naturalist:
(O) 2.7 Students will be able to analyze personal health status (Perspective) Product: Prezi Number of days: 2 (Organize)
Lesson 3
(H) 3.2 Best Victory dance (Hook)
(E) 3.3 Students will know short term goals are small steps towards long term goals (Equip), I will use the goal-reasons web graphic organizer to show importance of students personal health goals. Students will use partner share cooperative learning to show differences in goals and importance. (Explore), Students will create a online poster using glogster.com that shows their long term health goal. The poster must include reasons and supporting evidence as to why this goal is important to them personally. (Experience)
(R) 3.4 Students will hand in one rough draft, teacher will provide feedback, students will be provided time in class to address feedback. (Revise/Refine) Teacher will grade poster using rubric (Revise/Refine)
(E) 3.5 Checking for Understanding: Exit pass Timely Feedback: Self and teacher (Evaluate)
(T)3.6 (Tailors)
Verbal: Students are encouraged to share, express and explain their heath goal during partner share.
Logical: Reasons of importance to support goals can be thought of as supporting ideas that defend the choice of goal.
Visual: Students will create an online poster to show their health goal and the reasons why it is important.
Kinesthetic: Students will demonstrate their best victory during the lesson hook, this will be used to remind them of the emotions of achieving a goal.
Musical: Students are encouraged to select a victory song to go along with their victory dance. The can be linked to their poster to be playing when others view their poster.
Interpersonal: During the partner share students will compare health goals and importance for health goals, to show everyone has a different goal and values their goal for different reasons.
Intrapersonal: Students will think individually to create a personal health goal, using the goal-reasons graphic organizer students will have to elaborate on their goal to explain why this is important for them to achieve.
Naturalist:
(O) 3.7 Students will be able to create long term health goals (Apply), Product: Glogster Number of days: 2 (Organize)
Lesson 4
(H) 4.2 Tell me about the future (Hook)
(E) 4.3 Students will know critical details of decision making, decisions and consequences, actions and reactions (Equip) Using the clock graphic organizer students will imagine their health long term. They will be directed to choose 3 numbers on the clock, the numbers represent the number of years into the future. Under each of the 3 numbers chosen students will describe what their health will be like, they will be reminded to think of the four areas of health. To share and discuss predictions I will use the mix-pair-share cooperative learning strategy. (Explore) Students will portray their predictions of their health in the future by creating a 1 to 3 image comic strip using comic life software. Students will be asked to write a brief (1 page) explanation of their comic strip including what supporting evidence they have now that allows for an educated guess into the future. (Experience)
(R) 4.4 Students will reflect on comic strip when writing their explanation piece, students will be given a rubric before creating their comic strips and will self-assess themselves before turning it in (Revise/Refine) Teacher will provide feedback on comic strip but will not grade, feedback will be beneficial when students create final product (Revise/Refine)
(E) 4.5 Checking for Understanding: Example/non example, Timely Feedback: Self and teacher (Evaluate)
(T)4.6 (Tailors)
Verbal:
Logical: This lesson requires students to think of consequences to actions, what logically happens after I do something?
Visual: Students will create a visual representation, using comic life, of their health in the future.
Kinesthetic: Students will be given foam balls,teacher will ask think about what you want to do with this ball, what will happen after you do what you want with it. If you throw it, someone else might catch it or the teacher may take it away, so you will lose it, but if you throw it straight up you could catch it and keep it. If you drop it might roll away and you lose it. Maybe you do want to lose, so you purposely let fall.
Musical:
Interpersonal: During mix-pair-share students will be encouraged to share their health predictions and listen to others estimates of their health in the future.
Intrapersonal: Students must imagine themselves and their health in the future.
Naturalist: Students will be asked to write a blog entry that explains their predictions of the natural environment's health in the future. Students must include in their blog post an event or activity that is happening today and how it will effect the environment later.
(O) 4.7 Students will be able to imagine their health long term (Empathy) Product: Comic Life Number of days: 2 to 3 (Organize)
Lesson 5
(H) 5.2 Photo of delicious food, the recipe is the plan to obtain the food (Hook)
(E) 5.3 Students will know the sequence and timeline for goal setting; short term goals are small steps towards a long term goal, goals must to SMART, specific, measurable, attainable, realistic and time based (Equip) Students will use a time line graphic organizer, at one end will be there health today, the other end will be their health goal, they must fill in the space between today and goal achievement. Students will view others timelines by doing a gallery walk cooperative learning strategy. (Explore) Students will create a flow chart using either Inspiration software or Microsoft publisher to expand on their time line. Between today and goal achievement should be small steps that build towards long the long term goal. At least one small step and the long term goal must follow the SMART goal setting criteria (Experience)
(R) 5.4 Student will self-assess flowchart with the guidance of a rubric (Revise/Refine) Students will peer assess a flowchart with a partner of their choice with the guidance of a rubric (Revise/Refine) Teacher will assess flowchart using the same rubric (Revise/Refine)
(E) 5.5 Checking for Understanding: Circle/Triangle/Square Timely Feedback: Student, peer and teacher (Evaluate)
(T)5.6 (Tailors)
Verbal: During peer assessment of flowchart students are encouraged to explain how their small steps lead towards goal achievement.
Logical: Students will see that goal achievement is a step by step process through the creation of their time line and flowchart.
Visual: The flowchart should include pictures and diagrams of the events leading to goal achievement.
Kinesthetic: During the gallery walk students will bring paper and pencil with them, while walking by other students time lines, students are encouraged to make note of any element they want to add to their own time line.
Musical:
Interpersonal: Students will work together during peer assessment of the flowcharts. Providing positive feedback and addressing any areas where the flowchart could be improved.
Intrapersonal: Students will be required to think about their personal health and what they want to improve or enhance about their present health status.
Naturalist:
(O) 5.7 Students will be able to evaluate goal setting strategies (Interpret) Product: Flowchart Number of days: 2 (Organize)
Lesson 6
(H)6.2 Read "The Lorax" By Dr. Suess (Hook)
(E)6.3 Students will know critical details of decision making; decisions and consequences, actions and reactions and the sequence and timeline for goal setting; short term goals are small steps towards a long term goal, goals must to SMART, specific, measurable, attainable, realistic and time based (Equip) Students will use the time-order graphic organizer to display what decisions must be made to make progress towards goal achievement, the stand up, hand up, pair up cooperative learning technique will be used. (Explore) Students will reflect on past decision that made that had a direct impact on their personal health. This reflection will be done in groups of two, demonstrated in an interview style podcast using garage band software. One student will be the interviewer and will ask inquiring questions so the interviewee will chronicle the thought process behind the decision and their thoughts, feelings and emotions when the consequences were felt. (Experience)
(R) 6.4 Student will self-assess using rubric (Revise/Refine) Students will peer assess their partners using the rubric (Revise/Refine) Teacher will assess and grade using rubric (Revise/Refine)
(E) 6.5 Checking for Understanding: Hand print Timely Feedback: Self and teacher (Evaluate)
(T)6.6 (Tailors)
Verbal: The interview process will force students to describe decisions and their consequences verbally.
Logical:
Visual: A visual representation of steps, choices and decisions leading up to (up a staircase) to goal achievement will be shown on the board.
Kinesthetic:
Musical: Students will be encouraged to include music and sound effects to add the content of the garage band podcast.
Interpersonal: The podcast project will be done in pairs, students will have to discuss and collaborate ideas and opinions for their project.
Intrapersonal: Before the pairs-check activity students will work individually to complete the time-order graphic organizer. Students will have to consider their own past experiences with decisions and consequences.
Naturalist: The hook for this lessons uses the story of the Lorax as an analogy for decisions impact on environmental health and personal health.
(O) 6.7 Students will be able to be aware the decisions affect long term health (Self-knowledge) Product: Garage Band podcast Number of days: 3 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe